Open English lessons. Open English lesson "Traveling". B) Monologue based on what has been read
The lesson is compiled in accordance with the calendar-thematic planning of lessons in the 6th grade.
As a basis, the UMK was taken under the editorship of Biboletova M.Z. 2011, the publishing house "Titul", recommended by the Minister of Education of the Russian Federation.
The lesson was developed by the English teacher Petrova N.O.
English lesson in grade 6 on the topic "What do you know about the capital of Britain?"
What Do You Know About the Capital of Britain ?
The purpose of the lesson: to familiarize students with the sights of London.
Lesson objectives:
- deepening and expanding knowledge on the topic "Great Britain";
- improving the skills of practical knowledge of English on this topic in all types of speech activity: listening, speaking, reading and writing;
- increasing interest in learning a foreign language.
Lesson equipment: MZ Biboletov's teaching materials for grade 6, computer, screen, tape recorder, pictures with London sights, cards with statements for each student, 3-4 cards with dialogues.
Lesson plan
- Organizing time.
- Phonetic workout.
- Speech workout. Traveling Talk.
- Work with the textbook. Reading and doing tasks.
- Fizminutka.
- Development of listening skills.
- Development of dialogic speech skills.
- Summarizing.
During the classes.
1. Organizationalmoment.
Teacher: Good morning, children! I'm glad to see you.
Pupils: Good morning teacher! We are glad to see you too.
Teacher: Thank you, sit down. Who is on duty today?
Pupil 1: I`m on duty today.
Teacher: What date is it today?
Pupil 1: Today is...
Teacher: What day of a week is it today?
Pupil 1: Today is …
Teacher: Who is missing?
Pupil 1: Nobody is absent.
2. Phoneticwarm-up.
Teacher: Now Russian tourists come to London, the capital of the UK, every year. Some pupils from Russia have their English practice there. What places could be of great interest for Russian pupils? Look, listen and repeat.
Presentation «Places of interest». Speech material: a gallery, an abbey, a parliament, a cathedral, a palace, a fortress, a masterpiece, a sculpture, armoury, an exhibition, a treasure, arms, a residence, a cast master, to found, to transform into , to restore, to design, to treasure, to decorate, to crown, to house, to contain, rare, ancient, unique, precious, a stone, a painting, the British Museum, the National Gallery, Westminster Abbey, the Houses of Parliament, St Paul's Cathedral, Buckingham Palace.
3. Speech workout.Travel talk. ”Traveling”.
Do you like to travel?
How do you like to travel?
Whom do you like to travel with?
When do you prefer to travel?
When did you travel last?
Where did you go?
What did you see there?
Have you ever been to England?
Would you like to go there?
4 . Work with the textbook.
a) Reading the text.
B) A monologue statement based on what has been read.
What did you learn about the history of the places and special events connected with them?
Pupil 1: London was founded by the Romans more than 2000 years ago. They started it as a fortress. Later they transformed it into a town.
Pupil 2: Westminster Abbey is one of the London`s places of interest. It is a church near the Houses of Parliament. British monarchs are crowned in Westminster Abbey.
Pupil 3: St Paul`s Cathedral is the main church of London. It is big. Many famous people are buried there, Lord Nelson for example.
Pupil 4: Buckingham Palace is the residence of the British monarchs. It is wonderful. Best British designers decorated it.
Pupils 5: The British Museum and the National Gallery house world treasures. Their exhibitions contain real masterpieces: rare paintings, ancient sculptures, unique books, works of cast masters, arms and armory.
5. Fizminutka
I can show you my face
(we circle the finger several times around the face)Where everything is on it's place
With my nose I can smell
(sniff with nose)Many objects very well.
(point to objects around you)With my eyes I look around
(put palm to forehead with a visor and peer into the distance)Watch my feet and stamp the ground.
(watch our feet stomp)With my ear I can hear
(we put our palm to our ear and listen to what our neighbor is doing nearby)What my friend is doing near.
With my mouth I can eat
(movement, as if eating soup with a spoon)Everything that's very sweet.
(we smile pretty and stroke our stomach with our hands, as if we ate something tasty)
6. Developmentskillslistening.
Teacher: Listen to the text and put the pictures in the correct order. While listening to the text you must find out which sentences are true or false.
Places to visit.
London is the capital of England. It is its political and business centre. City is the oldest part of London. There are many banks and offices there. You can visit some interesting places in the city. One of them is the Tower of London. The Tower of London was a fortress, a palace, a prison. Now it is the museum. One of the greatest English churches, St. Paul's Cathedral, is not far from the Tower of London. The famous English architect, Sir Christopher Wren, built it in the 17th century. It is a beautiful building with many columns and towers. The center of London is Trafalgar Square. It is the most beautiful place in London. In the middle of the square stands a tall column. It is a monument to Admiral Nelson. There are two beautiful fountains in the square. Every day many tourists visit Trafalgar Square.
The text is read once, then the students arrange the pictures in the correct order on the board. After completing the work, students determine true and false statements (each student receives a card with statements).
| № | Statements | true/false |
| 1 | London is the capital of England. | |
| 2 | Many people live in the City. | |
| 3 | St. Paul's Cathedral is very far from the Tower. | |
| 4 | Tower isn't a museum. | |
| 5 | Tower of London Was a fortress and a prison. | |
| 6 | The famous English architect Sir Christopher Wren built the Cathedral in the 17th century. | |
| 7 | Trafalgar Square is not in the center of London. | |
| 8 | In the middle of the square stands a tall column of Admiral Nelson. |
7. Development of Dialogic Speech Skills.
The students are divided into groups. The teacher distributes the dialogues on the cards to the children. The students have to put the dialogues in the correct order and act them out. Some students are residents of London, other students are tourists.
Teacher: Let's work in groups. I`ll give you some dialogues, you must act these dialogues.
- Mike: Hello. Could you give us some information about London`s most famous sights?
Alexander: We haven't seen anything yet. We only have just come.
Information Officer: What have you already seen in London?
Alexander: Let`s start with a London sightseeing tour on a double-decker bus.
Information Officer: Have a look at the leaflets over there and take what you like.
Mike: OK fine. Let's go to Trafalgar Square. The tour starts from there.
- Mike: Good morning, John.
Alexander: A week ago.
John: Hello Mike.
John: Hello, Sasha. Nice to meet you. When did you come to England?
Mike: John, this is Sasha. He is from Moscow.
John: Was it interesting?
Mike: We were at the Modern Art Museum.
John: What have you already seen in London?
Alexander: Yes, it was great.
8. Summing upresults.
Teacher: You have done that very well. At home you must learn all the new words by heart .. Today you have got some marks for your answers. The lesson is over. thank you. good bye.
Bibliography:
- Textbook "Enjoy English" for grade 6, M.Z. Biboletova and others, publishing house "Titul", 2011
- A book for a teacher for grade 6, M.Z. Biboletova. "Title" 2011
- Non-standard English lessons, S.Yu. Busova, Volgograd, Corypheus, 2006
The plan of an open lesson in English (according to GEF)
in 5 "B" class
Lesson topic: "Myfamily »
UMK Biboletova M.Z. Enjoy English 5
Teacher: Semyonova Olga Stepanovna
MBOU "Secondary School No. 11" IMRSK
Lesson topic: My family (My family)
The purpose of the lesson: the development of speech competence and educational and cognitive competence of students.
educational (achievement of subject results):
teaching speaking on the topic “My family”, developing the ability to ask questions about the family and answer them;
the introduction of new lexical units and comparative phrases to describe the nature of people;
formation of linguistic competence: development of the ability to compare linguistic phenomena in English and Russian.
developing (achieving meta-subject learning outcomes):
development of dialogical skills, use of language means in accordance with the communicative task.
educational (achievement of personal results):
awareness of the possibility of self-realization by means of the English language (creative task - inventing a rhyme and your own poem according to the model).
Lesson equipment: textbook Enjoy English 5 (Student's book); computer, projector, interactive whiteboard,
cards.
During the classes.
I. Organizing time. (slide 2)
Good morning boys and girls.
I am glad to see you. I hope everyone is ready to work. Sit down, please. Let's start our lesson.
II.Identification of the topic and objectives of the lesson.(slide 3)
At the beginning I want to tell you about myself and first of all about my husband and my son.
So, what is the theme of our lesson? (slide 4)
What do you think? (slide 5)
Today we are going to talk about “Family”
Today at the lesson we will. (slide 6)
repeat the words and phrases
answer the questions
listen to the texts about the family
talk about family
write a running dictation
What are the tasks? (slide 7)
repeat the words
answer the questions
speak about family
learn some information
Repeat our motto. (slide 8)
It is all about us
III.Phoneticcharger. (slide 9)
Let's read the poem "I love my Mummy" (slide 10)
1, 1, 1 - I love the sun.
2, 2, 2 - I love my Mummy too!
3, 3, 3 - My Mummy loves me.
4, 4, 4 - I love her more and more.
I count from 1 - I love the sun.
I count to four - I love my Mummy more!
IV.speechcharger. (slide 11)
Let's remember all family members. (slide 12)
DO YOU KNOW RELATIVES WELL?
Look at the screen and make up the words.(slide 13)
Unjumblethewords!
The letters in the words are reversed.
Put them in the correct order.
M G O R N D A E R T H
Work in pairs and find the odd-one-out.(slide 15-22)
Son/cousin/father/daughter
What is the odd-one-out?
Mother/brother/father/colleague
son/ cousin/father/daughter
Grandfather/grandmother/best friend/mother
Neighbor / twin-brother / grandson / uncle
Check your answer.
Guess: Who are these people?(slide 23)
My Mum's father is my ……….
My Dad's mother is my ………
My Mum's brother is my ………
My Dad's sister is my ………..
My brother's mother is my ……..
My granny's son is my ……….
My Mum's son is my ………..
My Dad's daughter is my …….
Check your sentences. (slide 24)
Let's repeat some adjectives which help us to describe family members. (slide 25)
Match the words with antonyms:
Social Naughty
beautiful hardworking
Check your antonyms. (slide 26)
v.Basicstage.
I would like to introduce you to our English correspondent.
Try to answer some questions.
For your information. (slide 27)
AS YOU KNOW 2008 WAS A FAMILY YEAR. IN DECEMBER 2007 THE PRESIDENT, VLADIMIR PUTIN, OPENING THE FAMILY YEAR SAID: “FAMILY PLAYS AN IMPORTANT ROLE IN OUR LIFE AND IT’S GREAT WHEN A PERSON HAS A LOT OF RELATIVES”.
Answer the question(slide 28)
1. Have you got a family?
2. Have you got a brother or a sister?
3. What do you parents do?
4. How many people does your family consist of?
5. Can you describe your family?
6. How old is your brother?
7. Do you get on well with your brother?
VI.Fiz. minute.
I see that you are tired. stand up!
Let's remember our song and dance.(slide 29)
VII. monologue speech. (slide 30)
We have repeated the words.
We have answered the questions. So, who would like to tell us about his or her family?
Try to describe your family
VIII.listening (slide 31)
You can describe your family. Let's listen to stories about other families and try to understand this information.
What is the picture? Who is in the picture? What are they doing?
IX. running dictation. (slide 32)
I got a letter from Linda. She is from GB. Next year her school is going to arrange an English-Russian exchange. She wrote a letter to us because she wants to make friends. But I can't understand it because some words were missed.
Try to fill in the gaps and read this letter.
Let's divide into two groups and complete this letter . (slide 33)
dear friends,
I would like to tell you about my ………... We are a …………. English family. We are a close family and get on well with each other. My mother is a ……….. and my father is a manager. I have got a brother, who is 5 years older than me, and a sister, who is 3 years younger than me. My sister is very ……… As for my brother, he is very …………. and understanding. As for me, I am a ten-year old student. I think I am independent, curious and have a good……………What would you say your family is like? Have you got any brothers or sisters? What do your parents do? Please, write me about your family.
Best wishes from us all.
Your friend Linda.
Check the letter. (slide 34)
dear friends,
Thank you for your letter. It was so nice to hear from you!
I would like to tell you about myfamily. We are atypical English family. We are a close family and get on well with each other. My mother isa teacher and my father is a manager. I have got a brother, who is 5 years older than me, and a sister, who is 3 years younger than me. My sister is verynaughty. As for my brother, he is veryserious and understanding. As for me, I am a ten-year old student. I think I am independent, curious and have a goodsense of humor What would you say your family is like? Have you got any brothers or sisters? What do your parents do? Please, write me about your family.
Best wishes from us all.
Your friend Linda.
X. Reflection.
Let's make a cinquain about a family (slide 35)
We repeat the rule for writing syncwine:
1. In the first line, the topic is called in one word (usually a noun).
2. The second line is a description of the topic in a nutshell (two adjectives).
3. The third line is a description of the action within this topic in three words.
4. The fourth line is a phrase showing the attitude to the topic.
5. The last line is a one-word synonym that repeats the essence of the topic.
For example(slide 36)
grandmother
kind, responsible
Advises, praises, cares
Very important person in my life
Now make your own cinquain (mum, dad)slide 37)
XI. Evaluation of students' activities. Homework.
I want to give you marks. (slide 41)
home work(slide 38)
Write about your family
XII. The final stage. Summing up the lesson.
What can we do at the end of our lesson?slide 39)
We can answer the question
We can describe our families
We can make cinquain
We can understand the information about family
What are your emotions today? Choose one statement. (slide 40)
Our lesson was good.
I was a very good pupil!
My mood is excellent!
I am a happy person!
I could help my friends.
I worked very well.
I worked badly.
My mood (mood) is bad.
My knowledge (knowledge) is bad.
The theme was not interesting for me.
I have negative emotions.
I was interested in the lesson.
I am pleased with your work and
I want to give marks
Can you match English and Russian proverbs? (slide 42,43)
Like father, like son.
Charity begins at home.
Treat your family like friends and your friends like family.
Treat family like friends and friends like family.
What is the father, such is the son.
Charity begins with your family.
The final part of the lesson (Side 44)
What is your most treasured possession?
Where can you apply knowledge that you have got today?
Unjumble the sentence!
One/ one /for/ for /all /all
thank you!(slide 48)
We look forward to welcoming you to our next school lesson!
English lesson on the topic "Traveling"
Lesson type: complex application of knowledge and methods of activity.
The purpose of the lesson: to create substantive and organizational conditions for independent application by students of a complex of knowledge and methods of activity.
Educational: to promote the formation of oral speech skills.
Educational: to promote the formation of communication skills and the development of activity in the lesson.
Developing: to promote the development of speech activity, memory, figurative thinking, cognitive interest, reflection of activity.
Tasks:
work out vocabulary on the topic “Travel”, “Transport”, “Verbs of action”;
consolidate the use of the verb tense form “Present Simple”;
practice speaking, listening and writing skills.
Lesson equipment:
slides (countries/landmarks, transport);
things for the journey (bag, passport, money, tickets, clothes, first aid kit)
text of a physical minute;
forms of lexical tasks;
envelopes for group work;
postcards.
blackboard;
projector and screen;
visual materials:
Handout:
The logical scheme of the lesson is built in accordance with the technology of learning in cooperation and consists of 4 stages:
I. stage - generate interest:
Organizing time;
introduction to the topic;
setting goals and objectives for the lesson.
II. Stage - Encourage discussion:
LE activation: countries, luggage, transport (slides, collection of a travel bag, task forms);
travel planning (slides, group work).
III. stage - Organize for discussion:
group work (envelopes with illustrations, reference diagrams);
individual work.
IV. Reflective-evaluative stage
reflection of activity;
postcards;
end of the lesson.
During the classes:
I.stage
1. Organizational moment.
T: Hello, my dear friends! Nice to see you again! Sit down, please! How are you today? : I am glad you are fine! Let's start our English lesson
2. Introduction to the topic.
T: People usually travel in summer. So, today we are going to speak about travelling. Please look at the board and read the saying. (The world is the book. And those who do not travel read only one page) What do you think about it?
P1: P2:P3:(students express their opinion on the proposed quote).
3. Setting the goal and task of the lesson
T: So, today we are going to make a plan of travelling. What points should we mention to make a plan?P1: P2:P3:(based on the statements of students, we make a “spider” with the main aspects of the trip: where? on what? what to take? what to do?)
T: Well done!
IIstage
4. LE activation:
Countries
T: Let's start with the countries. What countries do you know?
P1: P2:P3:(students name the countries they know)
T: Great, you know so many countries. Look at the board, please. Where can you see and visit these things? ( Working with slides )
P1: P2:P3:(students look at the slides and say the phrases)
T: Now I want you to watch video. Listen to the video and tell me please why do people travel
(Watch the video then students answer the question why do people travel)
T: So write down the new words:
Go to the beach to go restaurants sky diving parasailing
To sunbathe to go shopping bungee jumping to learn languages
Things for the road
T: fine. And what should we take? Work in groups of four. There are a lot of different things on the desks, choose only those you need and call them.
P1: P2:P3:(students in groups approach the tables on which various items are laid out, their task is to select the things necessary for the trip, put them in travel bags and comment on their choice)
T: Well done! Take your seats.
Transport
T: And how can we travel?
P1: P2: P3: (students name different types of transport).
T: That's great. You have sheets of paper on your desks, please take them. You'll listen to the sounds of transport means and match the picture and the word. Is the task clear for you? Picture 1
P1: P2: P3: (students work with task forms: after listening to the sounds of different modes of transport, they correlate the illustration and the word, then they check at the blackboard and pronounce the grammatical structure)
Picture 1
Verbs- actions
T: Thanks a lot. Look at the board, please. Pronounce the verbs. Let's sing a song and show the activities.
P1: P2: P3: (students pronounce the verbs on the slide, sing a song with these verbs and perform the indicated actions as a physical minute)
Stage III
group work
T: Let's work in groups. Each group has an envelop. You can see a plan of travelling, a list of basic words and some pictures (a flag and sightseeing) there. Complete your plan. Figure.2
P1: P2: P3: (students work in groups, in the envelope of each group there is a flag of a certain country and 2-3 sights, the task of each group is to supplement the travel description plan with the necessary vocabulary, members of other groups should not see illustrations)
T: Are you ready? Let's check then. Read out your plans but don't name the countries, other groups should guess them.
P1: P2: P3: (representatives of each group read out their descriptions without pronouncing the names of the countries, members of other groups must guess which countries they are talking about from the description)
Next task - text for reading you should read and finish the funny story .
Figure 2
Individual work
T: Great! Now you are ready to make the plan of traveling yourself. Choose any country you like and write down the plan. You can use the list of basic words. Figure.3
P1: P2: P3: (students work individually, write a travel plan to a certain country at will, using reference diagrams if necessary)
T: Well done, my friends! At home you can draw up your plans. Be creative!
Figure 3
IV. Reflective-evaluative stage
activity reflection
T: You worked well. Take the sheets of paper on your desks and fill in the table.Figure.4
P1: P2: P3: (students assess the level of their knowledge and skills)
Figure 4
end of lesson
T: That's all for now. good bye!
Open English lesson in 4th grade
on the topic "School supplies, educational subjects"
(consolidation and introduction of new vocabulary
using speech exercises
Equipment: (visual aids)board, chalk, eraser, ruler, pencil, pen, paints, pencil case, colored pencils, notebook, textbook, dictionary, briefcase, colorful box (magic box), cards with the names of school subjects: English, Russian, Reading, Art, PE, Maths, Music.
Vocabulary to reinforce: A break, a board, a cassette, CD, a classmate, a classroom, a desk, a dictionary, a goldfish, a mark, paints, a pencil sharpener, a ruler, a video, a lesson, colored pencils
a tape recorder;
to learn by heart;
to translate from...into...;
to get along with, to get a good (bad) mark;
During;
That's easy!
New vocabulary: English, Russian, Reading, Art, PE, Maths, Music.
Goals and objectives of the lesson:By the end of the lesson, students will be able to:
1) talk about what school supplies are needed in the classroom and how you can use them;
2) ask each other for the necessary item and respond to the request;
3) discuss what can be done in different lessons;
5) transform verbs into the Past Simple form.
During the classes:
1. Org. moment :
-) Good Morning. Glad to see you. Sit down please.
-) What day is today? What date is today?
-) What season is it now?
-) What is the weather like today?
Message goals and objectives of the lesson: This lesson we continue to speak about school things and school subjects.
The objectives of the lesson are written on the blackboard in English, and the teacher explains each task in Russian:
By the end of the lesson you'll be able to…
1) tell can use them;
2) ask need;
3) answer in response;
4) meet new school subjects;
5) discuss what we can do during different lessons;
6) read the text and choose the information we need;
7) use
2. Phonetic charging:So, we will have to work a lot as usual. But as always, our faithful helpers - School things - will be with us.
Let's remember the names of school things which we can use in our English lessons.
Repeat each word after me with the correct pronunciation and show me each school thing. And so we see if you know these words well. (listen - repeat and show): a pen, a rubber, a pencil, a pencil box, a workbook, a textbook, a dictionary, paints, colored pencils.
Well done!
3. Speech exercises:
1) Today I also have some school things. Let's look into my magic box. I will show them in chain. Say to me what school things I have got and how I can use them. (Ex.18. p.104: “you have got (a)…”/ “You can… using it.”).
2) The key to a good study is a good memory. Let's train our memory. Let's play a Memory Game :
There are some school things on the desk: a pen, a pencil,… Look at these things and remember. Then you will close your eyes and turn and I'll hide one of them. You must guess what thing I have not got (you have not got a…).
look! Remember! Close you eyes and turn! Turn back and open your eyes! Guess!
4. Learning how to ask for a favor and respond to a request:
So I see that you know all these things rather well. But imagine that you have not got one of these things.
What would you do if you found that you do not have a pen (eraser, pencil, ruler ...) that you really need? (children's guesses). Let's find out how English schoolchildren behave in such situations:
1) Open your textbooks at p.104., Ex. 21;
2) Read and translate the task;
3) Listen to the dialogues;
4) Read the dialogues in pairs;
5) Repeat each phrase after me;
6) Imagine that you have forgotten your dictionary / paints / pen… at home. Act out the dialogues with the school thing you like. I give you 3 minutes to prepare them. (students make up dialogues according to the model, but using the names of other school supplies).
Now I am sure that you will definitely not be left without school supplies during English lessons!
5. Introduction and consolidation of new vocabulary with the help of R.O.
And all these things you can use during different lessons or subjects.
1) Tell us in which lessons you can use the following items (paints, piano, ruler, ...). The guys answer using the Russian names of school subjects.
2) And now let's get acquainted with the English names of these school subjects: Look at the cards with the names of school subjects.
3) Listen and repeat the words after me. Try to guess their meaning. (Translate them from English into Russian). If you need you can consult your dictionaries.
4) Work in chain and say to me what school subject you like most of all (I like…)
5) What school things can you use in your Music (English, Russian, Reading, Art, PE, Maths) lessons?
E. g.: - I can write with my pen in our English lessons. (children make sentences according to the model).
6) Show and say what do you usually do in your Music, English, Russian, Reading, Art, PE, Maths lessons?
E.g.: We usually speak English in our English lessons.
7) During what lessons can you do exercises? (PE, English).
6. Physical education:
Let's have a rest and remember our poem. Stand up, please:
“Touch your head, touch your nose,
Touch your ears, touch your toes.
jump and run.
Let's have fun!
Wash your hands, wash your face,
Clean your teeth
Stay healthy, please!”
The children pronounce the poem and depict the movements.
7 . Learning to read the text with the extraction of the necessary information:
You’ve remembered different activities we can do in English lessons. One of them is reading. Do you like to read?
So, It's high time to read.
1) Open your textbook at p.105., Ex.23.
2) Read and translate the title of the text (“The best time for apples.”).
3) Read the text and answer the question: “Is the story funny or sad?”
4) And now let's find out how carefully you read the text: Ex.24, p.105 (Match the sentences according to the text).
5) Ex.24, p.105 - To do this task we must remember the interrogative pronouns: Where? Why? What?
Complete the questions and answer them.
8. Summing up the lesson:
We worked hard in our English lesson today and tried a lot of different activities. So, It's time to speak about the results.
1) To do this, we will return to the tasks of the lesson again and remember what we did today.
What form of verbs do we use when talking about events that happened in the past?
How is the 2nd form formed for regular / irregular verbs?
Convert the underlined verbs to the past tense, tell us what we did today:
We…
1) told about school things and how we could use them;
2) asked your classmate to lend you a thing you needed;
3) answered in response;
4) met new school subjects;
5) discussed what we could do during different lessons;
6) read the text and chose the information we needed;
7) used some verbs in Past Simple form.
3) Now open your diaries to write your hometask:
w/b - Ex.11, p.59; t/b - Ex.8, p.116. (Teacher explains homework)
4) thank you for the lesson. It is over. You may be free.
Preview:
Plan - a summary of an open lesson in English in grade 2 on the topic "Description of an animal."
The purpose of the lesson: to systematize and consolidate the acquired lexical and grammatical skills on the topic: "Animals" and lead to a monologue statement on the topic: "Description of the animal".
Tasks:
1. Repeat the vocabulary on the topic "Animals", activating the use of these LEs in speech - the names of animals, colors, adjectives to describe an animal (a fairy-tale character) using a communicative approach to teaching, using outdoor games, riddles, interesting tasks - puzzles.
2. Training of reading technique.
3. Activation of the use of various grammatical forms, the use of grammatical patterns.
4. Conclusion into speech of a monologue statement on the topic: "Description of the animal."
Equipment: pictures with animals (in electronic version), cards - “torn leaves” (in electronic and printed versions), printouts of grammar tests, soft toys - animals, electronic presentation of the lesson.
During the classes:
I Organizational moment:
1. Greeting - Good morning, my friends! I am glad to see you. Sit down, please.
2. Communication of the goals and objectives of the lesson to students.
Let's begin our lesson. Today we'll describe animals. Today in the lesson we will describe the animal, in order to do it correctly, we will repeat, first of all, the alphabet, the names of animals, the names of flowers, we will learn to read the vowel “Her” in an open syllable, we will sing, play, solve puzzles.
II main part:
1. Speech exercise: To speak correctly, remember the names of the letters of the alphabet. Let's sing the song “The ABC” (Let's sing a song about the Alphabet)
The students sing a song about the alphabet in chorus. (See Appendix 1)
2. Phonetic exercise: Today we will learn how to read the letter Her in an open syllable. An open syllable is a syllable that ends in a vowel; in this syllable, stressed vowels are usually read as they are called in the alphabet.
New words are introduced: Repeat after me: he, she, we, see, green. The students repeat the pronunciation of the words after the teacher.
3. Development of reading technique: Let's do some exercises. Let's read. The teacher offers to complete exercise 2, 4 p. 67 (reading) in the textbook.
On the slide, the scheme is the rule for reading the letter Her. Look here, you can see the rule. Write it. The teacher offers to look at the rule on the slide and write it in a notebook.
4. Let's name some animals. Look here, what animals do you see, tell me their names. To be able to describe an animal, we need to remember the names of animals. Look at the pictures on the slide for 1-2 minutes, name the animals you see in English. The teacher then hides the image. Children must name the animals from memory. The students name the animals.
5. Let's play. You did well on this assignment. Let's play. The game is called - "Who is more?" The class is divided into two teams, students from each team take turns giving the names of animals, whoever names the most, that team earns a point, the points are added up at the end of the lesson, the winner is announced.
6. You know a lot of animals, but let's remember how some of these words are spelled. Let's play another game. Game - "Insert the letter." (See Appendix No. 3)
The guys race to mark the missing letters in the words, according to the results they check themselves by reading the words on the slide aloud.
7. Guess the scanword. (See Appendix No. 4) Look at the screen, find familiar words, name them.
8. Physical education:
Let’s sing the song “Clap your hands together” You and I have done a lot and are already tired. Let's relax and sing our favorite song. ‘Clap your hands’. The students sing the song in chorus with the movements from the text of the song. (See Appendix No. 5)
9. Guess the crossword. (See Appendix No. 6) Students are invited to guess the crossword puzzle. Look at the screen, insert the letters missing in the cells, you will get words, in the highlighted cells - a keyword, name it.
10. It's time to write a little test and check how we know grammar in order to be able to correctly form sentences when talking about an animal. Students are given copies of the test, it is necessary to circle the correct answer. At the end, students check themselves by looking at the answers on the slide.
(See Appendix No. 7)
11. Let's describe your animals. Look here, you can see an example. You know a lot, now it will not be difficult for you to describe any animal. Let's use the diagrams that will help us with this. The teacher offers to use grammatical schemes, voices them, gives a sample description of the animal.(See Appendix No. 8)
l This is a tiger.
l His name is Jack.
l He is big and slim.
l He is not fat.
l He is orange and black.
l He is not green.
l He is clever and brave.
l He can jump and run.
III Summing up.
Summing up.
Discussion: what did you learn, what did you learn, what did you like, what did you not like.
Grading a lesson.
Homework: p. 67, ex. 3 (in writing)
Application No. 1
The ABC
A, B, C, D, E, F, G,
H, J, K, L, M, N, O, P,
Q, R, S, T, U, V, W,
X, Y, Z. Oh, well you see,
Now we know the ABC
Application No. 2
Application No. 3
Application No. 4
Application No. 5
Clap Your Hands
Clap, clap, clap your hands
Clap your hangs together.
Stamp, stamp, stamp your feet
Stamp your feet together.
Touch, touch, touch your ears
Touch your ears together.
Touch, touch, touch your cheeks
Touch your cheeks together.
Shake, shake, shake your hands
Shake your hands together
Smile, smile at your friends
Let us smile together.
application number 6
application number 7
application number 8
Preview:
Open lesson on the topic "Food" (3rd grade) with a presentation (PowerPoint)
The purpose of the lesson: Repeat and consolidate the passed lexical and grammatical material on the topic "Food".
Lesson type: Knowledge consolidation lesson
Students in the class: 5
Used equipment:board, book, workbook, cards, computer
Used CORs: Presentation
Short description:lesson consolidation material
The purpose of the lesson : Repeat and consolidate the passed lexical and grammatical material on the topic "Food".
Practical component of the goal:to practice students in the application of the studied lexical units and lexical and grammatical constructions in speech situations.
Developmental component of the goal:develop the skills of reading words by transcription, skills of dialogical speech, attention.
Educational component of the goal:the formation of a stable motivation for learning English, the formation of food culture skills, the ability to work in pairs.
Equipment: board, book, workbook, cards, computer.
Presentation
During the classes
1. Organizational moment
Good morning children! I "m glad to see you. I think you" re well. I hope we'll have a wonderful time together. Let's begin our lesson. We'll talk about healthy food today. Healthy food means "healthy, wholesome food".
slide number 2
2. Phonetic charging
Before starting the lesson, let's practice our tongues Slide #3
Like, ice cream, rice
[?] - milk, chicken, biscuits, chips
[?]- thank you, thank you
Chuckles, Cherry, cheese
Guys, I got a note from Chuckles. Let's read it
Slide number 3 "I"m not well. Let's help me
What has happened? Let's follow Chuckles" steps.
Step 1
Slide number 4-5 Read and guess what it is. (reading from transcription)
Meat, ice cream, pasta, cake, carrot, bread, fruit, vegetables
Step 2
Open your books to page 48. Exercise 1. Fruit, vegetables or drink? look and say.
(P1, P2, P3, P4:)
3. Physical pause
Clap your hands when you hear the name of a drink, stomp your foot when you hear the name of a fruit, shake your head when you hear the name of a vegetable.
- a banana,
- a carrot,
- tea,
- milk,
- an apple,
- an orange,
- a potato,
- water,
- lemonade,
- fruit,
- coke,
- vegetable,
- juice.
Step 3
slide number 6
a) What is Chuckles" favorite food? And you?
P 1- Chuckles" favorite food is chocolate. My favorite food is:.meat. And you?
P 2 - My favorite food is sausages. And you? (work in a chain)
b) Open your workbooks to page 26. Exercise 1 (Pair work)
Step 4
Slide number 7-9 Chuckles likes chocolate. He has chocolate, biscuits and Coke for breakfast.
What do you have for breakfast?
I like chocolate, but I have tea, eggs and sandwich for my breakfast.
(It's healthy food)
step 5
Slide #10 You are tired. Let "s have a rest. Sing along. (Ex. 2 p. 48)
(The first time they listen to the song and repeat (We worked with this song in the last lesson). Listening to the song for the second time, imitate the actions)
I like apples I can crunch (they pretend to hold an apple and bite off a large piece), etc.
Step 6
slide number 11 Are you hungry? Let's go to the cafe. These sheets help you.
Some or any? Write and act. (work in pairs)
A: What do you want to eat?
B: Mm, I want chocolate and::.. cake?
A: Oh, they haven't got::..chocolate.
B: Have they got::ice cream?
A: Yes! Do you want:..juice too?
B: No, thank you. Can I have:.. Coke, please?
A: Yes.
B: OK. Yummy!
A: Yuk!
Cherry says "Yuk!". Why?
Is chocolate useful for monkeys?
Is a cake useful for monkeys?
Is an ice cream useful for monkeys?
Is Coke useful for monkeys?
What food is useful for Chuckles?
P1,2,3 - Bananas are useful for Chuckles (fruit, vegetables)
4. Reflection
T - Why is Chuckles not good?
P 1, 2, 3 - Chuckles is not well, because he eats chocolate.(a cake, an ice cream, drink Coke)
Slide #12 Thank you children. you help me.
I like vegetables, I like juice,
I like bananas, I like fruits
I eat good things every day.
T - I hope you "ll eat only good things every gay too.
thank you for the lesson. good buy.
Preview:
Lesson topic: English lesson at the Forest School.
The purpose of the lesson: Systematization of studied and grammatical structures on a given topic.
Tasks: Practicing grammatical skills through the construction of sentences. Using tenses in the Present Simple sentence
The development of speech and thinking abilities of students.
In this English course, each lesson is built on a plot basis, which has a variety of role-playing games. This lesson also has a plot, offered to students in the form of an English lesson in a forest school.
The lesson used a broad reliance on visual, auditory and motor visualization, which mobilize different types of memory, including motor.
The lesson combined different organizational forms of work:
A) individual (a story about yourself, about animals, about your friend)
B) paired dialogues
B) group song
These forms of work contribute to the creation of an atmosphere of interaction in the classroom, a truly communicative environment, for example:
Reading the text, children approach the compilation of independently prepared statements.
At the lesson, a differentiated approach to mastering the language material was implemented: weak students read, strong students made up dialogues, micro-monologues, and performed more difficult tasks on the board.
The activities of children in elementary school in a foreign language lesson should be varied, so the types of work often changed in the lesson, however, each element of the lesson was needed to solve the problem posed in the lesson.
Working with an interactive whiteboard made it possible to implement the principle of visibility. Performing various exercises on the Smart board is not only interesting for students, but also increases their motivation for learning.
The lesson developed 4 types of speech activity: listening, speaking, reading and writing. All students were involved in the work. There was a logical sequence.
The set goals and objectives were achieved. Students' knowledge was assessed.
Lesson progress: 1.
Organizing time
Greetings. Interview with attendant.
2. The teacher informs the students about the topic of the lesson, about the goals and objectives of the lesson, about what is to be done in the lesson.
3. Slide1.
Teacher: Mr Greenwood, a teacher of English in Green School sent a letter. Let's read it.
The student reads the letter.
Dear friends!
Welcome to Green School!
Let's read and write in English.
Let's run and jump in the forest.
Let's go to school together.
The teacher invites the students to have a lesson in Green School.
Teacher: Children, let's see who lives in the forest school.
Students one by one go to the interactive whiteboard and describe the animals on the slide.
She is a cat.
Her name is Mary
Teacher: Let's imagine a dating scene. What do we say to our friends.
Students H: I am Ann. I am 9.
Teacher: Children, look at the map and say what the topic of the lesson is.
Children: A.V.S.
Teacher: Do we know A.V.S.?
Weak students say the alphabet.
Teacher: Now let's sing a song.
The students sing the song.
Teacher: Children, in order to speak English, you need to know the rules of reading.
Slide 2.
The students do the exercise.
Teacher: And now the task is more difficult.
Slide 3.
It is necessary to distribute the words according to the rules of reading.
The children are doing the task. Teacher: Our friends from the forest school and Mr. Greenwood ask us to answer the questionnaire.
Slide 4.
Students answer questions, make up dialogues, talk with each other.
What can we tell about our friend?
Let's describe a friend without giving a name. Students compose micro-monologues, describe friends, the rest guess who it is, according to the description.
Teacher: Let's remember the rules of etiquette. How do the British behave at the table?
Slide 5.
Students follow the model to make mini-dialogues.
Teacher: The following exercise will help us understand what forest school students can do.
Slide 6.
The students do the exercise according to the model. What do we love to do?
Slide 7.
Work in notebooks. Students write sentences and write them in their notebooks.
Teacher: What can Rex do?
Checking homework.
Reading the text exercise 13.
Summing up the lesson.
Children talk about what they did in the lesson, give their assessment.
The teacher evaluates the students, thanks for the lesson.
Giving homework.Exercise 4 page 8. Workbook.
Preview:
Development of an English lesson in grade 3
"Spotlight island or the land of lessons learned"
Performed:
English teacher
Kiseleva Marina Gennadievna
During the classes
1. Organizational moment
Teacher: Good morning, my dear friends! I "m so happy to see you again. How are you? Take your place. Sit down.Let "s start our lesson (Good afternoon, my dear friends! I am very glad to see you again! How are you doing? Take your seats. Let's start our lesson.)
Write down the date on the blackboard(Write today's date on the board)
What's the weather like today?(What is the weather today?)
What's the day of the week? (What day of the week is it today)
2. Communication of the topic and purpose of the lesson
Teacher: Guys, our next school year is coming to an end. We learned a lot of interesting things, we learned a lot of new things.
3. Stage of goal setting
Teacher: Today I invite you to go on a journey through the land of lessons learned and find your way to the 4th grade by going through many exciting trials.
4. Repetition of the formed skills and abilities that are the support.
4.1 Teacher: Let’s start our travelling, and we are at the “school island”.We ended up on the island of school subjects.Who wants to tell us about his or her favorite subject?Who wants to tell us about their favorite school subject
Student: A story about your favorite school subject. (Development of a monologue statement)
Teacher: Each island has the special task for us. Look and say what subjects do children like?(Each island has a special task for us) Look and tell me what subject children like?
(Sl. 3 students in the table correlate the subject and the child talking about their favorite subject)
Teacher: look here! It's Lulu's pencil case .What has she got there?Look. This is Lulu's pencil case. What does she have there? (Sk 4. Pupils try to find words on the topic “school subjects”)
4.2 Teacher: Let's go on! The next place we visit is a “Family island”.(Let's go! The next place we'll visit is Family Island!)
Would you like to tell us about your family?(Do you want to tell us about your family?)
Student: Tell me about your family. .(Development of a monologue statement)
Teacher: Well done! thank you. But we have another difficult task. Let's finish the poems with words about the family. Read the poems all together.(Sk.6)(Excellent! Thank you. But we have a new difficult test. Let's read and finish the poems with words on the topic family.)
Student: Students read poems in chorus, and select a rhyming word on the topic “family”. (An element of phonetic warm-up in the lesson)
4.3 Teacher: Don't lose the time. Let's go to the next island. How do you think what we will speak about? Of course it is about food. That's Food Island(We don’t waste time. Let’s go to the next island. What do you think we will talk about? Of course, about ... food! This is the island of FOOD) .
Watch the Do you like tutorial video (https://www.youtube.com/watch?v=frN3nvhIHUk )
look here! We have a new task. Put the products into the correct shop. Look, we have a new task. Arrange the products in the shops correctly.
Student: The students take turns sorting the products into different stores into categories. (DC8)
Teacher: What I see!!! We have a very famous guest. It is the greatest Britain chef Gordon Ramsey. He is going to prepare his favorite dish A fruit salad. (Who do I see! We have a very famous guest. It's the great chef from Britain, Chef Gordon Ramsay!) The teacher greets the student impersonating the famous British chef.
Student: The student prepares for the preparation of fruit salad and accompanies the process with his comments (Using project technology: the student selects a recipe in advance and independently performs the cooking technology.)
4.4 Teacher: Let's go to another island. Look at this. It is a Pet Island. A lot of families have got their own pets. Can you tell us about the pet in your family? (Let's go to the next island. Look! This is Pet Island. You can tell us about the pet in your family)
Student: The student talks about his pet. (Development of a monologue statement)
Teacher: Well done! Let's have a look at another task. Find the correct word combination for every picture. (sl 11)
Student: Students must choose the appropriate phrase for the picture.
a) long legs
b) small head
c) big ears
4.5 Teacher: The next island is The Island of the king "CAN"
Watching the tutorial videohttps://www.youtube.com/watch?v=tScUb08F7os
Now it is your turn to show me what you can do. (Now it's your turn to show us what you can do) The teacher calls 2 students to the board, gives instructions to perform various actions. U1 and U2 turn their backs to each other - the one who completes the teacher's tasks correctly wins.
Ex: I can talk, I can walk, I can crawl, etc. (Students perform actions using gestures
4.6 Teacher: It's high time to go to the next island. It is My house island. Is there anybody who wants to tell us about his home?It's time to go to the next island. This is the island "MY HOME" Is there anyone who wants to tell us about their home?
Student: The student talks about his house. (Development of a monologue statement)
Teacher: Ok, the next task. I have got some riddles about the rooms. Let's try to guess this riddles.(DC 13). Good! Next task! I have a few riddles about rooms. Let's try to figure them out.
The teacher gives a description of the rooms. Students must guess which room it is (Listening development)
- In this room there is a table, a mirror, and beds. We sleep here. What is this?(a bedroom)
- 2. In this room there is a table, chairs, armchairs, a sofa, a fireplace, a television and a carpet.(a living room)
3. There is a dishwasher, a fridge, a cooker, a microwave, plates, cups and other things. We usually cook here.(a kitchen)
4.7 Teacher: good work! Hurry up. We have to go to the next island. Look at this. It is my day island.
As I know our girls have prepared the project about their working day. Let's see.Good job! Let's hurry up! We need to go to the next island. Look! This is My Day Island
Students perform the project "My working day" compiled in the "collage" technology
Thank you very much girls! Now we learn about Mary's favorite day. But some words are missing. Let's find ittogether.Thanks a lot! Now we will learn about Mary's favorite day. But some words are missing. Let's find them together.
Students perform a lexical and grammatical task to choose the necessary unit.
Teacher: Just look what is it? These are our friends Larry,Lulu and Chuckles. They are greeting us and invite to the new school Year. (Just look! These are our friends Larry, Lululu and Chuckles. They welcome us and invite us to the new academic year)
The teacher shows a picture with the heroes of the textbook and says that they are waiting for him next year.
5. Reflection: What island was the most interesting for you? Let's think what new words we have learned.Which island did you like the most? Let's remember what new words and expressions we have learned?
6. The final stage of the training session:
It was a very good job. Thank you very much. I would like you to give the certificate of Achievement. See you inautumn. good buy.It was great work. Thank you very much! I would like to give you a certificate for the successful completion of the academic year. See you soon!
The teacher gives the children certificates of completion of the school year and thanks for the lesson.
Technological map of the lesson
FULL NAME: Kiseleva Marina Gennadievna
Place of work: MKOU "Vrachovskaya Primary School - Kindergarten"
Job title : English teacher
Subject: English language
Grade : 3
Lesson topic: Spotlight island or the land of lessons learned
UMK: Spotlight -3
Lesson type: iterative-generalizing / competence-oriented (actualization of knowledge, assimilation of new knowledge, primary verification of understanding)
Technology: Health savings, gaming, communication-oriented learning, information and communication, system-activity learning, ICT.
Teaching methods:
on the perception of information:verbal, visual, practical;
stimulating: cognitive games, creating a situation of entertainment, success;
systematizing: generalization and systematization of knowledge;
The purpose of the lesson
1. Training – Improving phonetic, lexical and grammatical skills.
Generalization of knowledge and skills on the topics studied.
Formation of strong speaking and listening skills on the topic being studied.
Generalization of grammatical material.
2. Educational- education of mutual respect, mutual understanding, responsibility, discipline, independence.
Increase interest in the subject being studied.
3. Educational - the development of cognitive processes, memory, attention, speech observation, language guesswork,
Formation of skills of monologue and dialogic speech.
Sociocultural development.
Basic concepts
School, house, pets, food, routine day
Space organization
Intersubject communications
Forms of work
Resources
Physical education, the world around us, literature.
System for assessing the achievement of planned results
Frontal, steam room, group, individual.
Levels
Textbook "English in focus" Grade 3 authors N. I. Bykova, J. Dooley, M. D. Pospelova, V. Evans, Moscow "Enlightenment" 2012.
Computer presentation;
Internet resources:
Basic - BU
Elevated - PU
High _ W
Conduct and maintain an elementary monologue; PU
Listening to the speech of the teacher; PU
Listen to the audio text with a full understanding of the content; PU
Perform lexical and grammatical exercises; BOO
Use lexical units in speech in a situation of communication on the topic "My house, my pet, school, this day" in accordance with the communicative task PU
formation of learning motivation, communicative competence in communication and cooperation with peers
To be able to choose language and speech means for solving an elementary language problem;
Interact with others, follow the rules in the game, working in pairs;
Be able to act according to the model when performing exercises and compiling your own statement;
Development of cognitive, emotional spheres
Regulatory UUD:the ability to independently set educational goals and objectives; adequately assess their capabilities and independently control their time.Communicative UUD:
- organization and planning of educational cooperation with peers;
- the ability to recognize and use in speech the main meanings of the studied lexical units (words and phrases); express their opinion, justify it within the studied topics and learned lexical and grammatical material;
- the ability to interact with others, to jointly agree on the rules of behavior and communication in pairs.
Cognitive ... UUD:
- the ability to navigate in one's knowledge system, to distinguish the new from the already known, to acquire knowledge, to find answers to questions using a textbook and information obtained in the lesson.
1. Greets the students.
2. Helps students engage in speech activity through questions
What's the date today? What's the weather like today?
Welcome teachers. Use the available lexical units to greet the teacher to answer questions. BOO
To be able to choose lexical units necessary for communication in a given situation.
Interact with the teacher during the greeting and questioning carried out frontally.
Use speech means to solve communication problems. Feel successful in a situation of communication.
Monitor the correctness of their answers and the answers of classmates.
Independently control the correctness of the used PE. Mutual control in a communication situation
Stage 2. Determination of the topic and objectives of the lesson.
1. At the beginning of the lesson clearly and specifically explains the purpose of the lesson. Organizes work. 2. Offers to determine the topic of the lesson.
Get to know the topic of the lesson
Extract relevant information from the material studied. Independently identify and formulate the topic of the lesson. Make a hypothesis and justify it.
They work frontally. Discuss the best topic titles. They speak words.
Listen to the interlocutor. Be able to justify the choice of point of view. Respect the opinions of others.
Be able to listen in accordance with the target setting. Accept and save the learning goal and objective.
Stage 3. Actualization of knowledge and localization of individual difficulties
Stage 3.1 Practice in using the studied grammatical and lexical units in monologue and dialogic speech
1. Organizes the game “Journey through the country of the lessons learned in order to consolidate the topics covered and complete the control task for each topic.
Offers to guess what is shown on the screen (repetition of school subjects).
2. Organizes work in pairs to practice RO and various constructions Do you like? It hasgot. There is/there are etc.
Regulates work in pairs, as needed helps in completing the task.
Apply learned lexical structures and PO BOO
Participate in a monologue, ask a question, answer the question of the interlocutor. PU
Consciously and voluntarily build a speech statement in oral form
Interact with other students. Asks a question to the picture, other students answer.
They ask a question in accordance with the set communicative task, listen to the answers of the interlocutor.
Listen to the teacher's questions.
Build a statement that is understandable to the interlocutor.
Check the correctness of the students' answers.
Carry out mutual control of the process of completing the task.
Identify deviations from the standard. Exercise mutual control.
Stage 3.2 Practicing in listening
Organizes listening in order to understand speech by ear, updating lexical material
They listen carefully to the sentence and guess what room it is. PU
Be able to structure knowledge, highlight the necessary information in accordance with the purpose of listening.
When called, the teacher announces the correct answers.
In the course of listening, self-control and mutual control of the task are carried out.
Detect deviations and differences from the standard
Step 3.3 Dynamic pause.
Organizes the viewing of the training video "I can" accompanied by movements in order to use the studied lexical units (activities) in the students' speech.
perform movements in accordance with the content of the task. BOO
Learn to match words and actions. Consciously build a verbal statement in oral form.
Listen to the commands of classmates, perform themselves.
Listen to the contents of commands. Listen to each other.
Self-control and mutual control in the course of the task.
Detect deviations and differences from the standard.
Stage 3.4 Practice in monologue speech.
1 Organizes the work of the student to compose a monologue using vocabulary.
2. Evaluates based on the results of a monologue statement.
Students compose a monologue on the topic Home, Pet, Family, Daily routine. WU
Consciously build a speech statement in oral and written form.
Listen to classmates.
Listen to the answers of classmates.
During the hearing, the correctness and completeness of the monologue statement are controlled.
Accept and save the learning goal and objective. Detect deviations from the standard. Respect the teacher's assessment.
Stage 4. Reflection.
1. Organizes summing up the lesson.
2. Evaluates the results of the work of students.
3 Presentation of certificates of successful completion of the 3rd grade course
Discuss what they learned in class. BOO
Justify your opinion.
Interact with the teacher, listen to the answers of the students.
Be able to formulate your own opinion.
Analyze, supplement, correct as necessary, evaluate the success of their activities.
Accept and save the learning goal and objective.
Preview:
Development of an extracurricular open event within the framework of extracurricular activities in the general cultural direction "Ethics - the ABC of goodness!"
Prepared and hosted:
English teacher
MKOU "Vrachovskaya Primary School - Kindergarten"
Kiseleva Marina Gennadievna
Conduct form: travel game.
Target. To teach children to determine in what cases a person can be called good;
learn to analyze life situations and draw conclusions from them;
help students understand the importance of goodness as a life choice;
to form moral principles: integrity, a sense of mercy;
to teach children to correctly evaluate their actions and the actions of their comrades, to promote the development of students' motivation for good deeds.
Develop tactile and kinesthetic sensitivity; creativity, coherent speech;
the ability to think, highlight true and false goals in life; accept people for who they are.
To educate positive character traits, a desire to do good, an attitude towards people with understanding, empathy. Cultivate humanity, goodwill, decency.
Equipment: sayings about kindness, a multimedia board, a magnetic board, a computer, a disk with a recording of the cartoon "Just Like That", a recording of "Waltz" by E. Dogi, an illustration of the Wise Owl, envelopes with a task for working in groups (proverbs cut into parts by words).
Event progress
1. Org. moment.
2. A minute of psychological mood.
Teacher. Children, make a circle. Close your eyes. Now join hands, hold on for a while. Let everyone focus on which palms the neighbor has on the right and left, which you touch. Try to determine which palm is warm and which is colder. Which one do you enjoy? That's right, from the one from which heat comes.
3. Introductory conversation.
Teacher. It also happens when it is said, "warmth in the soul, good." And when does the soul feel good? (When a person hears a kind word, when a good deed is done for him, when he himself does good to others.)
Indeed, children. There are things in human life that seem to have no significance, imperceptible and impossible to measure. But without them, our life becomes poorer, gray and colorless everyday life. Among all human virtues, kindness occupies a special place.
Think about it: what do we want, greeting?
Good afternoon, which means good.
What do we ask God to give someone?
Okay, health.
How do we ask for help?
Kind people.
What is good? (Children answer). Who in our class can be called good, kind? Why do you think we are talking about kindness today?
Today, more than ever, we must not only talk about kindness, but also do good. There are many people who are called volunteers, they do a lot of good deeds for other people.
4. Creation of an associative bush.
- All that we talked about, I want to gather together with you into one miraculous flower. And what kind of flower, you will understand by listening to the story "If I had a magic carpet." (Reading teacher)
Far, far beyond the sea, among the high mountains, a wonderful flower grows. It blooms in early spring and blooms all summer until late autumn. This flower has an extraordinary property: it purifies the air. Whoever breathes the air from this flower never gets sick.
If I had a flying carpet, I would fly across the sea, descend in the mountains, and find an amazing flower. I would collect his seeds and bring home. I would distribute a seed to all people, so that a miraculous flower would grow for everyone, so that there would not be a single sick person.
- So I want this flower to bloom here too. And this will happen when we play a game called "I want."
The teacher explains the game.
- I'm starting this game. I want goodness on earth. (Draws a petal to a flower on a multimedia board). Children go out in turn and draw on the petal, saying:
- I want there to be joy;
- I want there to be mercy;
- I want to be happy;
- I want there to be peace;
- I want there to be friendship;
- I want to have humanity.
5. Setting an hour of communication.
-Children, would you like to live in a country where people would refrain from bad deeds, evil intentions, but would be good, charitable.
-What is charity?
Reference
The word charity comes from the combination "to do good."
- A good habit is to take care of other people. People appreciate empathy when it's sincere. Someone else's grief should not leave us indifferent. There is even a proverb: "There is no such thing as someone else's grief."
6. Reporting the topic of the lesson. Motivation.
So today we will go to the Land of Kindness, in which we will learn to be kind, merciful, benevolent. But the stops in this country, which we will stop at, are not easy, but with different tasks. To move further across the country, we must solve them. (On a magnetic board - a map of the Land of Kindness)
7. Journey to the Land of Good.
- We arrived at the Vokzalnaya stop. We transfer to the city bus and go further.
a) Stop "City of good deeds".
("Brainstorming": discussion of life situations).
- What would you do if you were...
- Someone is crying.
The older one insults the younger one.
- A small kitten sits high on a tree and screams.
- The little brother is sad.
- A flower in a pot dropped its leaves.
- My sister's favorite book was torn.
Mom came home tired from work.
b) Book stop.
Group work: reading and discussing stories
c) Stop "Sportivnaya". (Physical education minute)
d) Stop "Illustrative".
The teacher shows pictures of different situations. Children tell what are bad deeds and what are good.
e) Stop "Street of cartoons".
Viewing and discussion of the cartoon "Just like that."
- And in our class, at school there are such children who demand a reward for something?
f) Stop "Forest".
Acquaintance of students with the Wise Owl, who brought assignments for children: in envelopes there are cut proverbs about kindness and they need to be folded and read out.
(Work in groups).
1 group
- A kind word / and warm in the cold.
- Everyone is capable of evil, / and only a real person can do good.
- A good word builds a house, / but a bad word destroys it.
2 group
You can't appreciate the good / until you do good yourself.
- From a kind word / and the ice will melt.
- The first step to good / not to do evil.
- A kind word to a person / that rain in a drought.
(Children read educated proverbs.)
The teacher hangs the Rules of Charity on a magnetic board and reads it out.
Charity Rules
- The first step to good - do not do evil.
Whoever wishes well for a person, he himself receives it.
- Live, do good, and do not demand rewards for this.
- Help the weak, the small, the sick, the old, those who are in trouble.
- Have pity on others, not yourself.
- The greatest joy for a person is to live for people.
- Do not be greedy.
- Forgive the mistakes of others.
8. Summary of the lesson.
-That's the end of our journey through the Land of Good. But I know that some children were preparing poems for our lesson.
To the sounds of "Waltz" by E. Dogi, children read poetry.
Teacher. According to legend, when a person is born, God lights a new star in the sky and sends a guardian angel to the child. In a dream, an angel kisses a child three times:
- On the forehead - so that she grows smart;
- In the face - to be beautiful;
- In the chest - so that health, love and goodness instill in his body, heart, soul.
May your star of kindness never go out. If we all do good, then our planet will turn into a magical world. So let there be more goodness, happiness and those who hasten to create it on earth. (On the multimedia board - an image of an Angel)
9. Photo report
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Have you chosen the profession of a teacher? One of the most difficult, but also the most interesting. The advantage is that you don't stand still. And every day you develop, keep up with the times. After all, it is the children - your students - that helps you stay young at heart. In addition to the knowledge, skills and abilities that a teacher gives to children every day, sometimes you have to prove your professionalism to colleagues. How to be persuasive?
Prove that you are competent. If you are a teacher of a foreign language, then it is sometimes difficult to compose and conduct, for example, an open lesson in English. But everything comes with experience. Gradually, day by day, you learn not only to interact with children, but also to apply various methods, to notice the most effective ways and methods of teaching. Yes, at a university or other educational institution they give you a base, a foundation, a classical approach. And you, in turn, must unleash your creative potential.
How to conduct an open lesson in English?
Holding an open event, which can be attended by both colleagues and the administration, often inspires fear. Why? How to make a lesson interesting, productive, varied - many teachers do not know. It is necessary not only to demonstrate your skills as a teacher, as an organizer, but also the knowledge that you have taught children. So where to start?
- Time spending usually known in advance, so you can find and pick up the material. The main thing is not to put it off until later.
- Choosing a topic, give preference to lexical. A foreign lesson should be in a foreign language. And if you explain grammar, you still have to use a lot of Russian words sometimes. Another thing is if the topic is already familiar, and you want to work it out in practice.
- We define the goal. It must be comprehended and carried out throughout the lesson, so that at the end you can easily show that it has been achieved (Goal - one, tasks - 3-4).
- We develop a plan-outline. We will not delve into the structure in detail now (In the article “Development of English lessons” you will find all the information). In this case, it is necessary to work out all the expected answers of the children and describe all their actions. In other words, make a detailed plan.
- Then we select the material. Try to include a variety of activities: reading, speaking, writing, listening. If in ordinary life you like to deviate from the standard structure, then it is better not to do this in an open lesson.
- We use modern technical means. This will be an additional plus in your piggy bank.
Common Teacher Mistakes
If you already have a lot of teaching experience, then you do not sometimes make stupid mistakes. But young professionals - often. When conducting an open lesson, try to keep the following points in mind.
- Customize the kids Do not be scared inspectors. After all, teachers are tested, not students. So it will be psychologically easier for them. Sometimes many teachers intimidate children. Under no circumstances should this be done! You set them against yourself, they will be afraid to say an extra word, to raise their hand, although they will know the answer. And you after all need to show activity pupils.
- Despite the fact that the teacher checks, he does not have to speak the entire lesson. The teacher guides, asks questions and gives instructions children act. Most of the time should be oriented towards showing their skills and knowledge of the language. And you, teachers, only help them and move them towards a certain goal.
- With the activity of children, sometimes problems also arise. We all know perfectly well that there are weak and strong students. In an open lesson, do not pull only those who “know for sure”. Ask everyone. For those who are weaker, ask an easier question, make a separate task for them. Show that you are using a differentiated approach.
- If this is a foreign lesson, then speech must be foreign. Do not speak Russian, only in case of "total difficulty". Alternatively, if the class did not understand the assignment, ask someone who is considered the best student in the class to translate.
- In an open lesson sum up all those skills, that students have mastered during your cooperation. Therefore, it is not necessary to explain again, for example, how to read the text, how to listen, how to speak. Only some hints can be used.
- Any activity lead to conversation. The main goal of any training is the development of the ability to communicate in a foreign language. Show that children not only know how to repeat after the teacher, but also express their thoughts in a foreign language themselves.
- Many teachers love "rehearse an open lesson." Not worth it to do this. The subsequent conduction will not be interesting for children, and even (these are children), they can get ahead of the material, say something superfluous. If you want to trace time or structure, for example, do this development in a parallel class. So, you will take into account all the minuses and shortcomings, correct them and you will feel more confident.
We reviewed in the article general recommendations for conducting an open lesson in English. More specific developments on classes and topics can also be found on our website. I would like to give a few more tips in the end. Try to focus the class on work as much as possible, interview everyone, pay attention to each student. The main thing is to keep the kids interested. If they get carried away, you will succeed.